Positive peer relationships and academic achievement across early and midadolescence

Abstract

We explored peer acceptance and friendships during adolescence, and their relationship with subsequent changes in the level of adolescents' academic achievement. Participants were 447 students (51% girls) aged from 11 to 16 years. The students completed sociometric assessments of their peer acceptance and friendships during the autumn semester (Time 1). Academic achievement data were also obtained from students' report-card grades at Time 1 as well as during the spring semester (Time 2) of the same academic year. Regression analysis indicated that peer acceptance positively predicted subsequent academic achievement. This relationship was also moderated by age, with the effect of peer acceptance on subsequent academic achievement being greater during early adolescence than in midadolescence. This research deepens understanding of the mechanisms by which positive peer relationships influence adolescents' academic achievement.

Prospective associations between peer functioning and social anxiety in adolescents: A systematic review and meta-analysis

“…“many classmates like to do things together with me”; Barzeva et al., 2019 ). Peer acceptance has been reported to predict a range of outcomes, including a higher level of academic achievement, better self-esteem, and lower loneliness ( Gallardo et al., 2016 ; Kingery et al., 2011 ).…”

An Agent-Based Simulator Applied to Teaching-Learning Process to Predict Sociometric Indices in Higher Education

“…On the contrary, rejected students are perceived as unpleasant and are less liked [17], and have more conflictual relationships with their peers and teachers, being more frequently involved in disruptive and aggressive behaviors that lead to the violation of institutional rules [18]. With regard to academic achievement, peer acceptance predicts academic achievement in children [19] and adolescents [20], [21].…”

Links Between Teachers’ Liking of Students, Peer Inclusion, and Students’ Academic Achievement: A Two-Wave Longitudinal Study

“…Researchers emphasized the role of peers in children's academic adjustment, particularly during early adolescence, a developmental period characterized by a decline of parental influences and an increase of peer influences (Ladd, 2003;Rubin, Bukowski, & Laursen, 2009;Wentzel & Muenks, 2016). Indeed, children who are more socially included by peers, defined as being part of peer group activities, display higher levels of school engagement and academic performance (Buhs, Ladd, & Herald, 2006;Gallardo, Barrasa, & Guevara-Viejo, 2016;Hughes & Chen, 2011). For example, Buhs et al (2006) found that the rejection from the peer group predicted a decrease in classroom participation and an increase of children's school avoidance in a sample of children who were followed from kindergarten through Grade 5.…”